C

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C I 208Literacy I

• Early Readers
• Assessment Teaching Strategies

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Announcements

• Be sure to keep up with the readings -- Quiz 2
  to be announced soon.
• View Assignment 4 on the website (or read
  assignment description) and come next time with
  questions.
• Should have read Chapters 3 4 for today.

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Today . . .

• Writers Workshop
• Read-Aloud Predictable Text
• Assessment
• Review Cueing Systems
• Running Record
• Recursive Reading Sequence
• Motivation Teaching Strategies
• A Literacy Framework Reading Writing TO, WITH,
  BY Children in your classroom.
• Breakout Group Activity TO, WITH BY.
• Writing Workshop Revision Groups.
• Homework.

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Writers Workshop

• Share your revised draft with a partner.
• Mark on your partners copy with constructive and
  complementary comments.
• Discuss.
• Fill out response sheet (p. 121) for your use in
  writing your final copy for next week

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Read-Aloud

• Book Samples
• Predictable
• Repetitive
• Leveled

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Assessment with Early Readers

• What can we learn about our early readers?
  
• How do we learn this?
• Cueing Systems
• Running Record
• Recursive Reading Sequence

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Motivation Teaching Strategies

• TOPICS
• Engagement
• Using Childrens Interest
• Role of Choice
• Creating a Community of Learners
• Strategies

• Directions
• Form 5 groups.
• Each group discusses one of the topics.
• Be ready to share key points ideas from your
  discussion.
• Be sure each person participates.

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Break Time 5 minutes

• It is books that are the key to the world of
  thought if you cant do anything else, read all
  that you can.
• -Jane Hamilton

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A Literacy Framework Reading Writing TO, WITH,
and BY Children

• TO
• Reading and Writing Aloud to Children
• WITH
• Shared Reading and Writing
• Guided Reading and Writing
• BY
• Independent Reading and Writing

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Breakout Group Activity

• Form 6 groups.
• Each group reviews one part of the framework.
• Put key ideas on chart paper.
• Present to class.

• Groups
• Reading TO
• Writing TO
• Reading WITH
• Writing WITH
• Reading BY
• Writing BY

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Read Aloud

• The Snowy Day
• by Ezra Jack Keats

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Writing Workshop

• Mini-Lesson VOICE.
• Meet with writing partner for revising
  conference.
• What did others like about your writing? What
  worked well?
• What did your partner want to know more about
  (specific changes, additions, deletions)?
• What suggestions do they have?
• How can you add voice to your writing?

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Next Time . . .

• Applied Basic Components of Reading Writing
  Instruction
• Phonemic Awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension

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Reminders Homework

• Bring final draft of your Literacy Memoir.
• Read assignment 4 description and bring any
  questions. First field note check in two weeks.
• Continue reading childrens literature and adding
  to your Literature Log Spreadsheet.
• Assigned Readings
• BTR Ch 5, 6
• PKT (1) Moustafa, Maldanado-Colon (phonics)
  (2) School Talk Teaching the Struggling Reader
  and Writer

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(No Transcript)
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Why read aloud?

• Strengthens vocabulary
• Develops language patterns
• Provides exposure to a variety of language forms
  and writing styles
• Develops a sense of story
• Encourages students to read (its contagious!)
• Carries over into student writing (gives new
  ideas)
• Pleasure (its relaxing!)
• Helps children make personal connections
• Builds new understandings and knowledge

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Write Alouds

• Purpose To model various aspects of the writing
  process. To give students insight into the
  thinking required for writing. To help students
  understand the process of writing through a
  mentor/expert/teacher.
• Procedures
• In the writing process, focus on one of the
  aspects, such as brainstorming.
• Use a chart, the chalkboard, or a transparency to
  write and talk through the process so students
  see what you are thinking.
• Explain each entry and why.
• Ask students to talk about and brainstorm their
  own ideas.

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What are we hungry for?
Do I have enough time after work?
What did we have last night?
What to make?
Time
Will I need to prepare anything
the day before?
Will everyone like this?
Do I have a recipe for what I will make?
Cooking Dinner
Recipes
Side Dishes
Do I already have some of the ingredients?
How involved Is it?
Do I just want to order out?
What goes well with The main dish?
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Shared Reading

• A term to describe the process in which the
  teacher and the children read together.
• A book can be read and reread several times.
• The first time through, the teacher will do most
  of the reading.
• As the children become more familiar, they join
  in and share the reading.

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Guided Reading

• Teacher determines needs of groups of students.
• Teacher guides a group of students could be
  whole group, small group, or individual through
  the reading activity.
• Activity is usually designed to help students in
  each group apply word identification and
  comprehension strategies.
• Teacher may read pages of a story to the students
  as they follow along as teacher models use of a
  particular strategy.
• Students then read on their own while teacher
  monitors their use of the targeted strategy.
• Since students in the various groups are usually
  at different reading levels, choosing the
  appropriate book is important.

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Shared Writing

• Students and Teacher engage in the writing
  process together.
• With young students it may consist of composing
  daily or weekly bulletins.
• With older students composing issues, questions,
  comments about a topic/book.
• Might include work on a particular genre of
  writing Narrative, Expository, Persuasive,
  Poetry.
• Students participate orally, contributing
  information, spelling and punctuation as teacher
  writes.

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Guided Writing

• Teacher Works with a small group of students on a
  common issue within the writing process.
• Or, teacher may work with small group of students
  as in a teacher directed revising group.
• Teacher and students give feedback as needed.

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Independent Reading

• SSR (Silent Sustained Reading)
• DEAR (Drop Everything And Read)
• Independent Self-Selected Reading Time
• Students have the opportunity to read materials
  of their choosing (books, magazines, comics,
  newspaper)
• Students keep their materials handy throughout
  the day.

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Teachers Role During Independent Reading

• Occasionally read with the students. This gives
  your students the opportunity to see you as a
  reader.
• BUT, dont do this the entire time. This is the
  opportunity to observe and encourage. Choose 4
  or 5 students to hone in on each day. Quietly
  move into childs reader space and ask

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• What are you reading today?
• What is it about?
• What do you think about while you are reading?
• Can you show me an example of a word or a passage
  youve had trouble with?
• How did you figure out what it meant?

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Independent Writing

• An important component of a Writing Workshop
• Very similar strategies as Independent Reading
• Model your own writing for students.
• Give students time to write .
• Allow students to sign up for writing conferences
  as needed.
• Also, be sure to reach each student each week.
• Perhaps visit with 4-5 students you wish to
  observe more carefully.
• Ask the types of questions you ask during a
  teacher directed revising group.